three motivational constructs from june first

Choose three motivation constructs in the Santrock chapter and give specific examples from your own learning that illustrate their meaning.

In the early years of my educational career I was introduced to Behavioral Motivation. It was second grade and I was struggling with another student to get all of my homework done. The teacher introduced to us the idea of a chart taped to our desk to help us keep track of our homework. It would work like this, we would tape a piece of graph paper to the upper left corner of our desk and as we completed assignments we could color in a square. Once all the squares were colored in we would be rewarded with the opportunity to have lunch with our teacher. We both enthusiastically accepted the offer, and it wasn’t until later in life I realized I had been bribed to do my homework and didn’t feel as good about sharing that story.
As I reached the end of my public education I was sensitive about how others might view my intelligence, in an effort not to look dumb I took math, science, and english all four years. While this may seem like a wise move, the classes I took as a senior didn’t challenge me as much as simply taking them suggests. I also decided to enroll in a college course my senior just to try and show initiative. This as a classic example of social motivation.
In pursuit of my bachelors degree I took a 400 level painting course with 2 different professors for different perspective. What I got was one teacher that believed in the idea of cognitive motivation and one that did not. The professor who belied in the more cognitive approach allowed me to develop my ideas and the themes for my paintings and praised my intense efforts on my few paintings. In contrast the other professor insisted I couldn’t see all possibilities or potential for my subject unless I created a multitude of images, suggesting I should have more than one work going at all times.